Generates multiple writing ideas in French, alone or with others (e.g., with a concept map, a list, or a web).

Identifies the writing intention from a French list of possibilities (e.g., informer, inciter, or amuser).

Divides the writing task into subtasks (e.g., introduction, paragraphe n° 1, paragraphe n° 2, conclusion).

Selects a graphic organizer for planning, based on the text type.

Selects the sharing mode for a specific audience (e.g., classroom bulletin board, the school server or website, email, or blog).

Selects specific reference material for locating an equivalent word or expression (e.g., an English-French dictionary, a French dictionary, a personal vocabulary list, or a French grammar book).

Uses mnemonic devices for common verb endings (e.g., D-And-T-E for third person singular verbs; MRS VANDERTRAMP for verbs in the passé composé used with the auxiliary verb être).

Locates information for writing accuracy in a dictionary (e.g., meaning, class, gender, pronunciation, usage in a sentence, picture, or drawing).

Uses a grammatical resource to ensure accuracy in French sentences.

Relies on a variety of models as well as own ideas, for a 120 - 140 word, multi-paragraph expository, narrative, persuasive, or procedural text.

Proofreads own text for accuracy, meaning, and intent.

Implements changes to the text based on a conference with a partner or a group in order to produce a final copy.

Recognizes writing stages when engaged in the writing process.

Evaluates own or another student's written work based on the descriptors in an English rubric, a simplified French rubric, or a French checklist.

Sets personal goals for the next writing experience.

Explains the rationale for inclusion of selected written texts in a traditional or digital portfolio.